Restu Mufanti, Restu
English Department, UNMUH Ponorogo

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MULTICUTURAL CLASSROOM: TEACHER’S REFLECTION IN TEACHING ENGLISH FOR INTERNATIONAL STUDENTS FROM NON-ENGLISH SPEAKING COUNTRY Gestanti, Rohfin Andria; Nimasari, Elok Putri; Mufanti, Restu
EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS Vol 7, No 2 (2018): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (779.914 KB) | DOI: 10.26618/exposure.v7i2.1511

Abstract

This present article aimed to elaborate the challenging problems that have been encountered by multicultural classroom teacherand how to deal with it. Heterogeneity in classroom is a common issue in language learning, especially with the involvement of multiculturalism. In this globalization era, the emergence of educational exchange causes students from a country takes their higher education in another country having better quality and reputation. Those students are commonly addressed as international students. The enrollment of such students is perceived advantageous for the university since it improves the international recognition. However, it also requires some efforts concerning the multicultural issue such as language, so that the students may successfully accomplish their study in a country which the native language is different from their native. With regard to this condition, the use of international language as a means of communication is unavoidable. However, in some circumstances, the use of native language in which the students take their study is more required, depending on the educational policy in appointed university. There are several students from Thailand taking their study in a private university in Ponorogo. Concerning the language, most of them are not mastering both English and Indonesia. As a result, teaching those students might be challenging due to misunderstanding communication that may occur in the classroom, especially for students who do not enroll in English Department. It presents the author’s experiences in teaching English for specific purposes in Communication Science Department of this university.
THE USE OF DIRECTED READING THINKING ACTIVITY (DRTA) TO TEACH READING COMPREHENSION Yatmini, Yatmini; Asiyah, Siti; Mufanti, Restu
EDUPEDIA Vol 1, No 1 (2017): Oktober
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v1i1.166

Abstract

DRTA technique is a strategy that explain about teaching students in good reading habits. This strategy helps strengthen reading and critical thinking skill. The purpose of this research was to know the use of directed reading thinking activity (DRTA) to teach reading comprehension for the eleventh grade students in SMK Negeri 1 Poncol. The subject of this research was the students of the eleventh grade class XI Boga 2 of SMK Negeri 1 Poncol in the academic year 2017/2018, which consisted of 21 students. The research was started on July 26th, 2017 until August 1st, 2017. This Classroom Action Research was conducted in two cycles and each cycle consisted of two meetings. The researcher used three research instruments. They were: observation checklist, questionnaire, and test. Based on the result of this research, the observation checklist result showed that the students become active during teaching learning process. The result of observation checklist cycle 1 was 66.67%, while, the result improved up to 90.00% in cycle 2. The result of questionnaire in cycle 1 was 72.00%. While, the result of questionnaire in cycle 2 was 84.00%. It showed that the students enjoyed and were interested in reading comprehension. In cycle 1, there were 12 or 60.00% of students got score under KKM, and 8 or 40.00% of students passed in the test. Then, the students who reached the minimum score based of KKM in cycle 2 was 100%. Finally, the researcher concluded that the implementation of Directed Reading Thinking Activity (DRTA) Technique to Teach Reading Comprehension for the Eleventh Grade Students in SMK N 1 Poncol was successful. The researcher hopes that the result of this study will be useful for the next researcher.
HIGHLY PROFICIENCY LEARNERS ON NOTICING STRATEGY TOWARDS CORRECTIVE FEEDBACK Mufanti, Restu
Journal of English Educators Society Vol 1, No 1 (2016): JEES
Publisher : English Education Study Program. Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v1i1.149

Abstract

This study primarily aims at capturing the nature of how highly proficiency learners (HPLs) employ noticing strategies in processing the indirect corrective feedback. The results of this study can be adapted by others learners to apply the strategy used by HPLs in noticing corrective feedback so that they can improve their writing ability. To meet the goal, a study on the way highly proficiency learners notice indirect corrective feedback that focused on three language aspects, i.e., lexis, grammar, and content was conducted. Observation and in depth- interview were used as the instruments to collect the data. The subjects chosen were six students who have a good performance on their writing. This study revealed that the HPLs are able to employ various noticing strategies when they are processing the indirect corrective feedback. They seem more cognizant of the problems they encounter and more capable of taking an action to respond the feedback given. Some noticing strategies are identified to apply in processing the feedback that are suited on the nature of the problems, such as by making any comparison, connection, correlation, identification of error, recalling the past experience/ knowledge and self-inquiry. However, three aspects that often applied by HPLs are identification of error well, recalling the past knowledge and self-inquiry.
POTENTIAL EDUCATIONAL BENEFITS OF INCORPORATING STRUCTURED CONTROVERSY IN EFL CONTEXT AND ITS POSSIBLE CHALLENGES Mufanti, Restu
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 13 NO 2 TAHUN 2015
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v13i2.249

Abstract

Abstrak: Tujuan dari artikel ini adalah untuk mengeksplorasi beberapa potensi akademik dari penerapan model pembelajaran kontroversi terstruktur (structured controversy) serta tantangan yang mungkin dihadapi pendidik, khususnya dalam proses pembelajaran Bahasa Inggris sebagai bahasa asing di tingkat universitas. Structured controversy merupakan salah satu model pembelajaran kooperatif dengan mengeksplorasi penggunaan konflik intelektual untuk memfasilitasi peserta didik agar mereka dapat memperluas dan memperdalam pemahamannya terhadap masalah/topik yang dipelajari. Diyakini bahwa pelibatan peserta didik dalam proses kontroversi terstruktur dapat meningkatkan kemampuannya dalam menggali dan menyampaikan permasalahan akademis, menyelesaikan permasalahan yang dihadapi secara kolaboratif, dan menarik kesimpulan berdasarkan sudut pandang yang berbeda. Peserta didik lebih mampu menyampaikan argumen yang kuat dalam menentukan dan menafsirkan masalah, mengembangkan dan mengevaluasi solusi, menyusun rencana berdasarkan solusi yang dipilih, dan mampu merefleksi hasil belajar. Dalam artikel ini, ada tiga manfaat yang diperoleh ketika teknik kontroversi terstruktur diimplementasikan di kelas: (a) memberikan kesempatan luas bagi peserta didik untuk belajar bersama dalam situasi yang menantang dan bermakna, (b) memberikan peluang pada mereka untuk berproses bersama dengan teman sejawat dan negosiasi makna dalam proses interaksi diskusi, dan (c) meningkatkan kemampuan berfikir kritis mereka. Karena implementasi teknik ini membawa manfaat banyak dalam pembelajaran dan didukung dengan banyak teori serta hasil penelitian, disarankan bagi pendidik untuk mengintegrasikan praktik pembelajaran tersebut di kelas.
Bridging the Gaps Between Students’ Prior Knowledge and Skills in Writing and the Expected Thesis Outcomes Mufanti, Restu; Susilo, Andi
JEES (Journal of English Educators Society) Vol 2, No 2 (2017): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v2i2.982

Abstract

This research aimed to seek the light on how the advisors made a use of feedback during supervisory panel and find out how different ways and types of feedback impacted on student-writers’ thesis outcomes. Qualitative study was applied by involving three tenured lecturers at College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer review, was much worthier as compared to only ask them to process the feedback themselves.
A SOCIAL STRATEGY OF UNIVERSITY LEARNERS OF LOW-LEVEL SPEAKING PROFICIENCY Mufanti, Restu
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 2, No 2 (2014): Juli
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2426/dpp.v2i2.%y.pp%

Abstract

This study is to investigate the learning strategies applied by low-level leaners (LLLs), the results of which can be used as the basis for placing them in an English language speaking class. Specifically this study is to find an answer To what extent do low-level leaners use social strategies in learning to speak English?? Observation and an in-depth interview wereused to collect the data which were in the form of the subjects? spoken utterances (verbal behavior) and their accompanying actions (non-verbal behavior). The data were analyzed using the social language learning strategies (SLLS) proposed by Rebecca Oxford. Three universityleaners from the third semester who are of the same level of proficiency were selected as the subjects of the study. Results of the data analysis show that the LLLs do not use all social strategies in speaking activities. Based on what has been shown by this study, it is suggestedthat supportive teacher behaviors, i.e., building leaners? confident, giving motivation during the teaching, listening attentively to students while speaking, giving hints and encouragement, being responsive to student questions, creating natural setting and showing students empathy need to be provided in speaking class activities to explore leaners social strategies.
BASIC QUESTIONING WITH PICTURE IN WRITING CLASS: IS IT EFFECTIVE? Rachmawati, Villia; Maghfiroh, Ana; Mufanti, Restu
EDUPEDIA Vol 1, No 1 (2017): Oktober
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v1i1.164

Abstract

This research was carried out to measure whether using basic questioning with picture is effective in teaching writing. The research design used in this reasearch was experimental research which consisted of two groups, experimental and control group. The sample of this research were X IPA1 as the experimental group which consisted of 32 students and X IPA2 as the control group which consisted of 30 students. The experimental group was taught by using basic questioning with picture while the control group was not taught by using basic questioning with picture, it was taught as usual or lecturing only. The instrument used to collect data was test. The test was writing test which was given in pre test and post test both two groups. The assessment of the result of writing test was focused on the five elements of writing (content, organization, vocabulary, language use, and mechanic). The technique to analyze the data used t-test formula.Two groups were compared. The result of statistical hypothesis on significance α=0.05 showed ttest (2.91) was higher than ttable (2.00). It means that, there was significant difference between the students who were taught by using basic questioning with picture and the students who were not taught by using basic questioning with picture in teaching writing. From the explanation above, it can be concluded that the use of basic questioning with picture is effective in teaching writing of the tenth year students of SMA Muhammadiyah 1 Ponorogo in Academic Year 2016/2017.
Highly Proficiency Learners on Noticing Strategy towards Corrective Feedback Mufanti, Restu
JEES (Journal of English Educators Society) Vol 1, No 1 (2016): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v1i1.149

Abstract

This study primarily aims at capturing the nature of how highly proficiency learners (HPLs) employ noticing strategies in processing the indirect corrective feedback. The results of this study can be adapted by others learners to apply the strategy used by HPLs in noticing corrective feedback so that they can improve their writing ability. To meet the goal, a study on the way highly proficiency learners notice indirect corrective feedback that focused on three language aspects, i.e., lexis, grammar, and content was conducted. Observation and in depth- interview were used as the instruments to collect the data. The subjects chosen were six students who have a good performance on their writing. This study revealed that the HPLs are able to employ various noticing strategies when they are processing the indirect corrective feedback. They seem more cognizant of the problems they encounter and more capable of taking an action to respond the feedback given. Some noticing strategies are identified to apply in processing the feedback that are suited on the nature of the problems, such as by making any comparison, connection, correlation, identification of error, recalling the past experience/ knowledge and self-inquiry. However, three aspects that often applied by HPLs are identification of error well, recalling the past knowledge and self-inquiry.
PUBLIC SPEAKING INTENSIVE COURSE FOR STUDENTS OF NON-ENGLISH DEPARTMENT (A Study in English Language Centre) Mufanti, Restu; Susilo, Andi; Gestanti, Rohfin Andria; Nimasari, Elok Putri
EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS Vol 7, No 2 (2018): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2437.21 KB) | DOI: 10.26618/exposure.v7i2.1510

Abstract

Many strategies have always been used to improve students’ speaking ability, especially how to speak in front of public. To speak in public, people need to have good abilities both in verbal and non-verbal. An intensive course program of public speaking held by English Language Centre (ELC) of Universitas Muhammadiyah Ponorogo (UMPo) has been used as the program preference to enhance students’ competence in public speaking for last two years. This study aims to investigate the program of that teaching; public speaking intensive course helps students raise their speaking competency and reduce their anxiety. At the beginning of the semester, pre-test of public speaking is given to the students to know their ability before joining the program. At the end of the semester, the students are given post test and questionnaire. The questionnaire is also given to 6 instructors who involving in teaching public speaking program. The result of the students’ scores after following this program indicates that this program is successful to enhance their public speaking. The questionnaire given to the students also reveals that they can build their confidence or reduce their anxiety in speaking. This evidence is also supported by the results of questionnaire given to the instructors for asking their perception after completing this program. The result of perception entails that this program is appropriate for all students, particularly those who have passion in public speaking and want to get more benefits from it.
Designing English For Specific Purpose Materials: A Preliminary Product for Informatics Engineering Context Nimasari, Elok Putri; Mufanti, Restu; Gestant, Rohfin Andria
JEES (Journal of English Educators Society) Vol 4, No 2 (2019): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v4i2.2526

Abstract

English for Informatics Engineering (EIE, hereafter) is significantly requisite for tertiary students. Since EIE is one of English for Specific Purposes (ESP, hereafter) branches, it has particular inescapable characteristics. Teaching materials for EIE should be composed and delivered based on those attributes. Although the materials can be adapted from various resources, developing materials for EIE should definitely follow pedagogical standardized procedures. This article aims to present how material development for EIE is designed based on need analysis results described in a previous research (Nimasari, 2018) and developed according to a specific ESP teaching approach. This current study is a further examination of need analysis results implemented in a coursebook for Informatics Engineering students in a private university in Indonesia. As a part of research and development project research, this study focuses on developing preliminary form of product that includes a prototype of EIE coursebook development. A text-based instruction is utilized as a basis approach to design the EIE material. The results of this preliminary product are four lessons of EIE materials. While one lesson will be presented thoroughly in the discussion, the other three lessons will be attached in the appendix.